Developing Content Literacy: The 3 legged Stool of Improving Secondary Achievement

1
Developing Content LiteracyThe 3 legged Stool
ofImproving Secondary Achievement
Growing the Green Conference Columbus Ohio, June
2007 Dr. Kevin Feldman kfeldman _at_scoe.org
www. scoe.org/reading corner
2
GOALS for Today
1.) Validation/Motivation 2.) Practical
Strategies for Building Comprehension/Academic
Language You Can Use Tomorrow in Your 4-12
Classroom 3.) Information to Investigate/Inquire/
Explore Beyond Today - Ongoing Inquiry
3
Interested in Staying Connected?
Feldmans Biased Literacy Listserve
Subscribe at
Literacy-on_at_lists.scoe.org
Archived at www.scoe.org/reading click on
listserve archives
4
How are our older readers doing?
The Need?
5
Clearly Ohio Has Work to Do
64 of Ohio 8th Graders Read Below the Proficient
Level
as do 49 other states!
6
8th Grade NAEP Passage Ellis Island - Gateway
to America
Why does the author say " 'the land of the free'
was not so free to everyone, after all"?
Why does this passage contain the actual words of
some of the immigrants?
If you could ask one of the immigrants a
question, what else would you want to know about
their experience on Ellis Is.?
If you had lived in Armenia in 1892, would you
have immigrated to America? Use information from
the passage to explain why or why not.
Q What do you notice about the nature of these
questions? Implications?
7
Critical Literacy
vAbility to critique, analyze , defend, explain,
think deeply - not just on the
surface vArgumentative literacy (Graff,
2003) - ability to persuade, to debate, to
clarify - explain why, evaluate, make
judgments v Make a point and support it
w/evidence and clear thinking v Use
appropriate Academic Language - the vocabulary
and conventions of grammar and syntax demanded
by the discipline/situation v Skillful in
speaking writing - expressive lang. arts
8
The most recent (2007) and comprehensive
report to date
vschool-wide content area focus on
literacy vacademic discussion as a core
strategy vintervention for all who need it,
including ELLs vclassroom - instructional
level focus, NOT just the structures of school
http//www.centeroninstruction.org/
9
Bottom Line Improving Secondary Literacy
Requires Some Viable Form of
1) School-wide Content Literacy Focus -
responsive instruction used across the
curriculum - academic vocabulary,
academic writing across the curriculum
- comprehension strategies taught across the
curriculum
2) Provide Reading Intervention Classes - -
matched to assessed student needs - level one
2 hr replacement intensive care - level two 1
hr supplemental strategic classes
3) Focused Collaboration (PLC) - data/evidence
based cycle of inquiry - change practices based
on student results - pick 1-2 things - do them
well, go slow to go fast
10
Comprehension 3 Critical Domains The 3
legged stool Heuristic
1) Building-Vocabulary/Background Knowledge
2) Teaching- Comprehension Strategies e.g.
predict monitor ask/answer questions
compare/contrast summarize - oral
written visualize - verbalize, etc.
3) Structuring -Academic Talk (writing too) -
about the content and the strategies ALL
students actively/orally involved in the talk -
NO bystanders allowed!
11
It All Comes Down To
Knowledge
Strategies (thinking)
Expressive Language
12
Our 1st Domain
Vocabulaary Background Knowledge
13
lexicon, n. léx i con
Rating 1234
Synonym Explanation/Examples Image
_________ in a particular language
the special ___________ of a hobby, profession,
interest group

• medical profession has its own ___

• teaching as well has its own ____

Do skaters have a viable, identifiable lexicon?
Yes/No Why? Examples
One example of a word commonly found in a
skaters lexicon is
lexical, adj form
14
The Effects of Weaknesses in Oral Language on
Reading Growth/Academic Achievement (Hirsch, 1996)
High Oral Language in Kindergarten
16 15 14 13 12 11 10 9 8 7 6 5
Reading Age Level
5.2 years difference
Low Oral Language in Kindergarten
What Can We Do To INTENTIONALLY Narrow This Gap?
5 6 7 8 9 10 11 12 13
14 15 16
Chronological Age
15
Narrowing the Lexical Divide
Brief Brainstorm School-Based Potential Solutions
One practical solution to narrowing the lexical
divide is __________________________.
Considering the range of possible solutions, one
strategy for narrowing the lexical divide I
think makes good sense is _________________.
16
What Does it Mean to Teach Vocabulary?
As students study vocabulary,they will use a
variety of skills to determine the meaning of a
word. These include context clues, word
structure, and apposition Have students read the
sentences on the transparency to determine the
meaning of the underlined words remind them
to - OC Unit 6, Lesson 3. Gr. 5
YES - NO WHY?
17
On The Limitations of Learning New Words From
Context...
Limitations of context works 5-15, too often
context is unclear, implied, vague,
only helpful if you have lots of prior knowledge
Direct teaching of vocabulary might be one of
the most underused activities in PreK-12
education. The lack of vocabulary instruction
might be a result of misconceptions about what it
means to teach vocabulary and its potential
effect on student learning.Perhaps the biggest
misconception is that teaching vocabulary means
teaching formal dictionary definitions.
- Marzano et al., 2002 Classroom
Instruction That Works
18
How Can This Be? What is Going On Here?
CONFUSION
Instruction or Activity

• Students on their own
• Definitions not explanations
• Little guidance or feedback
• No expressive use of new
• vocabulary (oral/written)

• Teacher directed
• Clear explanations
• Guide student use
• I do it, we do it, you do it
• Precedes application activities

19
The Bottom Line Rationale for DIRECTLY
Pre-Teaching Vocabulary?
Given the importance of academic
background knowledge, and the fact that
vocabulary is such an essential aspect of it, one
of the most crucial services that teachers can
provide, particularly for students who do not
come from academically advantaged backgrounds, is
systematic instruction in important academic
terms.
- Marzano Pickering, 2005
20
Impact of Direct Vocabulary Instruction
-Stahl Fairbanks, 1988
Percentile Rank on Chapter Tests
90 80 70 60 50 4030 20 10 0
83
50
No Vocabulary Instruction
Direct Vocabulary Instruction on Content Related
Words (effect size .97)
21
Building Academic Vocabulary the BIG Picture
2. Direct Teaching Accountable Use of
New Words Oral/Written

• Engaging in Fluent
• Wide Reading -Esp
• Non-Fiction

3. Teaching Word Learning Strategies, e.g.
context/affixes,roots
4. Fostering Word Consciousness e.g.
etymology, word play, word choice in writing,
etc.
Increased lexical power reading comprehension
22
Implications? We need to have a shared
understanding of what it means to
TEACH
A Word !
23
Typical Directions Relevant to Vocabulary
Instruction in Textbooks/Academic Curricula
TEACH!
Note what action verb is missing.
Instead we get these rather tepid wimpy verbs

• Cover the key terms.

• Preview vocabulary.

• Introduce vocabulary.

• Discuss vocabulary in context.

• Ask students what it means to ___

24
Instructional Guidelines (another Heuristic) for
Directly Teaching a New Term
1) Pronounce Chorally 2) Explain vs. Define 3)
Examples 4) Deepen Understanding 5) Review/Assess
25
Traditional Vocabulary Instruction - in
An Excellent Classroom w/a Very Solid Teacher
What are some problems w/this kind of
instruction, especially in mixed ability classes?

• Hand raising dominated discussions limit the
  discourse
• does anyone know who can tell me? limits
• the conversation to those who dont need the
  help!
• (our Catch 22 in operation)
• Too many students are passive bystanders
• No requirement/support for using the terms
• or even saying the words
• No Direct Teaching/Explaining Using Responsive
  Instruction

26
Lets help Brian out here
Word Explain Example Elaborate/Assess
Someone tells a story about you that is only part
true? /-
distorted, v. twist/change He lied
distorted to distort distortion, n.
the truth

• Say the word w/ me everyone distorted is a verb,
  past tense
• Distorted means to twist or change something, so
• a word that means change or twisted is
  ________.
• 3) If I told a story but changed it to make me
  look better,
• you could say I __________ the truth
• 4) Think of a time when someone distorted or
  changed
• something about you (or you did about
  someone) - thumbs
• up when you have one partners share call on
  a couple

27
Which Words Should We Teach?
28
Of course the answer is
Important words Words that matter today AND
tomorrow

• Drive comprehension of key BIG ideas
• Academic tool kit words, needed for long term
• academic proficiency (e.g. Coxhead AWL)

29
Word Types A Lens for Thinking About Vocabulary
(Beck et al., 2002) Choosing Important
Words to Teach
Tier 1 Basic Tier 2 Frequent Academic
Tier 3 Content Specific
analyze approach role consist major require sign
ificant vary interpret respond consequence
home dog happy see come again find go look boy
volcano lava pumice glaciated abdominal peninsula
molt phonological diphthong
Brick words
Mortar words
Research Coxhead http//language.massey.ac.nz/st
aff/awl/awlinfo.shtml
30
HM Vocabulary Words Called Out Gr.
5 hauling artificial babushka sewn scraps threade
d boarder poverty bouquet challah linen handkerchi
ef huppa regions lacquer unique
Lexus?
Honda?
Kia?
We MUST Differentiate - Focus on Words That
Matter!!
31
Academic Vocabulary Analysis 8th Gr.
History Chapter Independence from Britain

• Lesson Terms (Bricks)
• (lesson, topic and discipline specific)
• colony, n. colonist, n.
• Patriot, n. taxation, n.
• Loyalist n.
• Neutralist, n.
• Stamp Act, n.
• traitor, n.

• High-Use Words (Mortar Words)
• (likely to encounter in various texts across
  subject areas and grade levels)
• independence, n independent, adj.
• to involve, v., involvement, n.
• to argue, n. argument, n.
• to remain, v. representation, n.
• consequently, adv. consequence, n

Tool Kit Type Words ALL Ts Need to Teach!
32
Focus on Words That Matter!
Four Essential Word Types

• 1) Big Idea words that relate to lesson
  concepts
• e.g., stereotype, outsourcing, fossil fuel

• 2) high-use academic tool kit words, high
  frequency
• across disciplines e.g., consequence,
  issue, analyze

3) high-use disciplinary tool kit words, high
frequency within a discipline e.g., economy,
metaphor
4) words to engage in literate discourse about
topic i.e., words relevant to the theme,
issues, etc., especially when using
narrative text
33
Including - AWL Profiler
http//www.er.uqam.ca/nobel/r21270/textools/web_vp
.html
34
For Any Text You Have in Digital Format You Can
Get
35
Dictionaries Are Not Necessarily Productive
Learning Tools
36
Samples of Useful learner friendly
Dictionaries for Developing Academic
English (great for students AND teachers)
www.longman.com (FREE online dictionary too)
http//nhd.heinle.com/
http//www.longman.com/ae/dictionaries/
37
Vocabulary Notebooks

• Why Vocabulary Notebooks?
• Elaboration/Practice
• Multiple Exposures
• Accountability - Students
• AND Teachers
• Easy to do - low prep - BIG
• payoff

v student friendly definitions/explanations (AWL
Content Area) v image/story/reminder connected
to the meaning v examples - non examples v note
taking guide (grades 3/4 - up) v cumulative over
a unit/semester/year - across the school v used
for games, review, spot quizzes, writing, etc.
38
Vocabulary Review Games

• I am thinking of a word (you supply the
  meaning)

- all the words in a language -

• Deep processing questions -requiring application
• - Why are lexical skills so related to
  academic success?
• - Describe a time you had to concentrate,
  tell why it
• helped you

• Word Games - jeopardy, buddy quizzes, etc etc.

• Do Now - like Daily Oral Language, only
  using 1-3
• key vocab. previously taught
  yes/no/why?, image
• explain, translation, or show you know
  sentence

39
Vocabulary Study Word Cards
Another example using a chart - Vocab Strategy
by Steve Stahl Four Square Vocabulary Chart
Examples warm bath, relaxing music
Word soothing, adj.
Definition releave pain or relax
Non-examples loud music (you dont like)
Back Showing sentence and/or linking image
40
A Sample Word Form Chartto Help Foster Word
Consciousness
Noun Verb Adjective
Adverb
41
An Associative Vocabulary Assessment at the
Lowest Level of Word Knowledge

• Match each vocabulary word with it definition.
• prodigy a. instrument used in a submarine
  to see the ocean surface
• ventriloquist b. young person with unusual talent
• periscope c. person who speaks through a
  dummy or puppet

42
A Generative Vocabulary Assessment That Requires
Word Knowledge Mindful Applicationis a MUST
for Important Words
Yes - No - Why? The students perspectives on
homework due dates should be a lesson planning
priority for teachers.
This makes sense because This does not make
sense because This seems logical because This
seems illogical because
This makes sense because teachers should try to
find out when other teachers are expecting major
assignments. Then we wont have so many
difficult projects and tests at once, and we can
probably do a better job on everything.
43
A Generative Vocabulary Assessment That Requires
Word Knowledge Mindful Application
Context Completion The conditions of a class
taught by a model substitute teacher include
____________________________. Workers who have
similar wages make ___________. During exam
time, teachers should inform students about
___________ by _____________________.
44
Of Course, Many Other Ways to Build Background
Knowledge

• Including
• Conceptual Anchors video clips,
  demonstrations, etc.
• - e.g. READ 180 - using video clips culled from
• nightly news footage (Vanderbilt U.
  - Dr. Ted Hasselbring)
• Reading Readiness Guides
• Synopsis Overviews
• Structured Discussion re Key Points

45
Our 2nd Major Domain
Teaching Comprehension Strategies
46
What Does It Mean to Teach Comprehension?
Is having students read an appropriate
level passage followed by answering literal
inferential questions teaching
comprehension? Yes - No - WHY?
Provide 2 reasons to support your view What is
your evidence? Be prepared to convince your
partner!
47
Testing or Teaching Whats the Difference?
Testing Vs. Teaching

• before/during/after reading

• after reading

• focus is on the how to of
• extracting constructing
• meaning

• focus is on assessing/
• testing of comprehension

• focus is on right/wrong
• answers - end result

• focus is on the process, how
• you arrive at the end result

• assigns tasks (e.g. summarize
• the story)

• teaches discrete strategies
• (e.g. steps in how to summarize)

• thinking process is covert

• thinking process is overt -
• via thinking aloud/modeling

48
Cognitive Strategies that Improve Reading
Comprehension
2 BIG Ideas in Comprehension Strategy Teaching?
1) Chunk the text 2) Teach practice strategies
that work!

• Summarizing paraphrasing
• Text structure/patterns/organization
• Questioning (self questioning)
• Visualizing/Connecting
• Predicting monitoring
• Self regulation fix up strategies

49
Teach Question Thinking Strategies
v Key Big Idea What is the question telling me
to look for as I read/listen? How should I
focus my thinking?
Who? people, characters When? time seasons,
time of day/year Why? reasons, evidence How? sequ
ence, steps, descriptions What? define (-what
is?), identify - what are the causes of
____? - what was the reaction of
___? Which? identify plus signal word - which
came first ____ or ___? - which was the largest
______?
50
Explicit Comprehension Strategy Instruction
Essential Steps
What What is the strategy/skill? -
describe it in kid friendly language
Why Why do we do this? - rationale, how
does this help? what does this strategy
allow us to do?
How The basic I do it -We do it - You do
it? I - show and tell - clear steps - age
appropriate We - together or prompt step by step
fade You - check for understanding/verify/evid
ence
Generalize Apply across time, texts,
circumstances, w/ feedback, re-teach,
re-model, refine as needed
51
Summarization
What Must a Reader Do in Order to Summarize a
Segment of Text?

• Identify the gist/topic/main idea
• Identify related details
• Determine relative import of the details
• - separate trivial from essential
• Put information into own words - paraphrase
• Combine - synthesize - consolidate
• - cook it down - extract the essence

52
Paragraph Shrinking Teaching Summarization

• Paragraph Shrinking (summarize/paraphrase)
• 1. Name thewho/what the paragraph is about
• 2. Identify the most important details
• about who/what
• 3. State the gist in 10-15 words or less
• 4. Record each gist statement in summary
  notes

53
Our Last Domain
Academic Talk
54
Catch 22s in Language/Literacy
Main Entry catch-22 Pronunciation -"twen-tE-'tü
Function noun Inflected Form(s) plural
catch-22's or catch-22s Usage often
capitalized Etymology from Catch-22, paradoxical
rule in the novel Catch-22 (1961) by Joseph
Heller Date 1971 A problematic situation for
which the only solution is denied by a
circumstance inherent in the problem

• Students most in need of your instruction are the
  LEAST
• engaged in it! (of course the reverse is
  also true) or

2) Student who most need to read - read the
LEAST, thus have the most impoverished
vocabularies, etc. etc.
3) Students who most need to practice their oral
language are practicing the least
The Matthew Effect in Reading Most ALL of
Schooling
55
Reflection on Student Shadowing in LAUSD Dist.
6 Dr. Glen Harvey, CEO WestEd 2006
many, if not most English learners were
essentially invisible they almost never spoke in
class whole class instruction, teacher led
questions and all answers directed to the
teacher. Called upon three times with no wait
time or scaffolding to support processing in
English as a second language, our Elizabeth will
not respond or even make eye contactand so the
day progresses, a world of no talk, no sharing,
and no interaction w/others. It seemed a desolate
world where the world is mute and language is not
explored or delved into, yet others around her
are speaking and responding. It has been a long
and arduous word-free morning the passivity of
the morning is deafening..
56
It IS how Responsive you get the STUDENTS to Be!
Ask Anita Archer!
I do it
We do it
You do it
the WE Do It is essentially left out of
our curricula - we must add it - Daily!
57
Essential tools for EVERY Teacher Structuring
Responsive/Language Rich Engagement

• Choral Responses -pronounce it together
• - teacher cues students to respond (e.g. hand
  signal, voice, eyes)
• - physical responses too fingers under the
  word, chart, picture
• - thumbs up when you know (think time)

2) Partner Responses - teacher assigns -
provide a label/role 1s tell 2s -
alternate ranking (high with middle, middle with
lower) - thoughtful questions/prompts/up
down Blooms taxonomy
3) Think Time - Written Responses -
focused prompts increase thinking,
accountability, focus - structure academic
language (e.g. sentence starters)
4) Individual Responses (AFTER
rehearsal/practice) - randomly call on
individuals, use public voices - complete
sentences, using new vocabulary
58
4th Grade Demonstration w/Dr. Anita Archer
Note 3-4 specific things you observe that
teachers at any grade level could do to structure
accountable engagement in mixed ability
classrooms. v NO hand raising based discussions
-ALL engaged!! v use choral responses - verbal
physical v partner students - look, lean,
whisper v TEACH the behaviors you want - dont
just expect v assign 1s, 2s - structure the
interactions
59
Structuring Responses to Questions
NO Fishing Expeditions Allowed !!
i.e. T poses a question with - no think time -
no modeling - no writing NO Results!!
(think of our Elizabeth or Max)
60
Key Principles for Structuring Inclusive Academic
Discussions

• Appropriate Question
• - can all respond to it? - if not, build
  knowledge
• - any vocabulary embedded in the Q to
  pre-teach?

2) Structured Thinking/Processing Time -
adequate wait time - often, write first to
organize and focus thinking -
appropriate sentence starter/frame if needed
3) Partner Rehearsal - practice academic
responding, make improvements
4) Unified Class Discussion Wrap Up - random
calling on students - NO hand raising -
authentic volunteers at the end - accountable
listening (e.g. record, paraphrase)
61
The Budget Reading Tour Post Reading Written
Reflection Title of the Reading My Original
Title for the Reading Key Quote (one of the
most important statements in the reading) Why
I Chose This Quote (reasons and evidence to
support my choice) Brief Casual Summary (the
main ideas expressed in your own words)
Graphic Representation (an illustration or
clip-art/picture that conveys the theme or
message) Place the image/visual here Explain
the relevance of the image here
62
Example Budget Reading Tour SARS Article
Watch out, SARS is spreading!!
Medicines that already exist are not working
against SARS, so doctors hope to get a vaccine
soon. Last Paragraph.
I chose this quote because it shows that SARS is
a big problem that doctors have not yet solved.
SARS is a new virus that is causing health
problems all over the world, especially in
China. SARS is spread like the flu or a cold and
is especially hard on older people and people
who are not very healthy. Doctors are working
hard to invent a vaccine, but until then SARS
remains a very scary disease.
This picture shows one example of the impact of
SARS on daily life in China people have to wear
protective masks doing every day things like
just walking down the street
63
What Makes These Linguistic Engagement
Strategies Work? In a word it is
STRUCTURE
64
WHAT is Being Structured?
EVERYTHING !

• Topic - a range of questions/topics
• Who - partner, group, 1s then 2s
• Time - short, focused, daily!!
• Preparation - write 1st, think time,
• rehearsal, scaffolded for success
• Language - academic vocabulary, syntax,
• Academic English, linguistic water wings

65
Examples of Tools That Bring These 3 legs
Together

• Whats Happening (if you add the strategies)
• http//www.whpubs.com/

2) REWARDS Plus - Science, Social Studies
http//www.sopriswest.com/
3) ReadAbout - grades 3-8, 100 non-fiction,
vocabulary, comprehension strat./writing -
video anchors for each topic
http//teacher.scholastic.com/products/readabout/
4) And, of course, any appropriate text in the
hands of a a skilled teacher who 1. Builds
vocabulary knowledge, 2. Teaches
comprehension strategies, and 3. Structures
academic talk and writing about the
content/strategies.
66
An example of using technology to differentiate
instruction infuse non-fiction, build academic
vocabulary, science/social studies concepts in
Gr.3-8
http//teacher.scholastic.com/products/ReadAbout/
67
FREE Web Resources Re Sample Lessons Using These
Academic Language Scaffolds w/ Non-Fiction Texts
- www.scoe.org/reading
Using a great source of contemporary readings,
Whats Happening? http//www.whpubs.com/ (CA,
USA, World)
68
Student in Need of Acquiring AcademicEnglish
Need Their Teachers to Be
Licensed Lexical Contractors
NOT Lexical Decorators!!
69
Suggested Next Steps
Start w/a team of the willing/motivated Pick
1-2 strategies that make sense/feel right Read
more about the strategy, view a video, reflect
on similarities/differences to your current
practice - e.g. download the lessons posted at
www.scoe.org/reading 4) ALL agree to try it
out/explore/play w/it 5) Bring back results -
your experience evidence from students
response to the strategy 6) Continue the inquiry
- scale up to dept./grade level/ school